Student Name:
Birthday:
School:
Date:
Regina Public Schools
Reading Development Checklist for Grades One - Two
Phase 1
Phase 2
Phase 3
Alphabet Knowledge
 Says the alphabet slowly and
clearly
 Names capital letters in random
order
 Names small letters in random
order
 Writes dictated letters
 Says sounds of the 26 letters (a
as in “apple”, b as in “ball”)
Phonemic Awareness
 Breaks words apart orally (r-i-d
for ride)
 Recognizes rhyming words
 Says a rhyming word for a given
word (bike, spike, Mike)
 Adds, deletes and substitutes
initial sounds to make new words
(e.g., add r to /an/: ran; say mat
without the /m/: at; say mat
without the /t/: ma; change b in
ball to f: fall)
 Blends sounds to read a one
syllable word (m-m-m, m-a, ma,
ma-t, mat)
Phonemic/Phonetic Knowledge
 Blends sounds to read whole words (b-e-s-t,
best)
 Adds, deletes and substitutes final sounds to
make new words (e.g., add p to /si/: sip; say
rub without the /b/: ru; change the g in mug
to d: mud)
 Substitutes middle vowel sounds to make
new words (e.g., pit, pot)
 Knows basic sounds (ee, or, ck)
 Knows complex sounds (tion, ight)
 Knows basic patterns (e.g., consonant,
vowel, consonant: /bit/, short vowel sound;
vowel, consonant, vowel: /bite/, long vowel
sound)
Sight Words
 Instantly recognizes own name
 Instantly recognizes the names
of a few classmates
 Understands the concept of a
“word”
Sight Words and Fluency
 Instantly recognizes names of
classmates
 Instantly recognizes high
frequency words that have been
introduced (the, you, for)
 Is beginning to read in phrases
Fluency
 Instantly recognizes many high frequency
words
 Reads simple text aloud with few errors and
an appropriate speed
 Reads aloud with expression (voice change)
 Sometimes reads according to punctuation
Comprehension
 Makes predictions based on
pictures
 Uses mainly pictures to read
 Responds to material read to
them
Comprehension
 Makes predictions based on
pictures, title and background
experiences
 Beginning to use reading
strategies (pictures, context and
phonetic knowledge)
 Responds to material read with
guidance
 Retells a story in own words
Comprehension
 Makes predictions based on a variety of
elements (pictures, title, knowledge of text
structure, knowledge of author)
 Uses a combination of reading strategies
effectively (pictures, context, phonetic
knowledge, background knowledge) to
make meaning
 Begins to self-correct when a word does not
fit the meaning of the message
 Responds to material read
 Retells a story in own words using
beginning, middle and end
September 17, 2007
Student Name:
Birthday:
School:
Date:
Regina Public Schools
Writing Development Checklist for Grades One - Two
Phase 1
Phase 2
Phase 3
Printing
 Is learning proper letter formation
 Is learning proper letter size
 Is learning to leave a space
between words
 Uses left to right and top to
bottom progression
Printing
 Uses proper letter formation during
guided practice
 Uses proper letter size during guided
practice
 Leaves a space between words during
guided practice
Printing
 Beginning to use proper letter
formation independently in daily
work
 Beginning to use proper letter size
independently in daily work
 Beginning to space letters, words
and sentences
Spelling
 Beginning to identify initial and
final sounds during shared writing
 Spells some words using
beginning and maybe final sounds
Spelling and Capitalization
 Spells words using the most obvious
sounds (strs for “stars”)
 Uses classroom resources such as word
walls and charts with prompting to
spell accurately
 Spells two or three letter phonetic
words accurately (e.g., in, fat)
 Beginning to use spelling patterns to
spell unfamiliar words (e.g., red, bed,
fed)
 May spell some high frequency words
accurately (e.g., like, you)
Spelling, Capitalization and
Punctuation
 Uses phonetic sounds to spell
words with four or more letters
(bend, strip)
 Tries to spell unfamiliar words by
using knowledge of spelling
patterns
 Uses some correct spelling
 Spells some high frequency
words accurately
 Beginning to use classroom
resources such as word walls and
charts independently to spell
accurately
 Beginning to use a variety of
punctuation (.,?,!)
 Beginning to use capitalization
(e.g., I, first names, first word)
Writing Development
 Uses a combination of writing and
pictures to express self
 Uses simplified language and spelling
(e.g., I hav sum cande)
 Uses some familiar high frequency
words (e.g., the, I, am, went)
 Beginning to use patterns
independently to generate own writing
 Beginning to read back own writing
Writing Development
 Writes about familiar objects,
events and personal experiences
 Uses simple sentences
 Beginning to attempt familiar
forms of writing (lists, letters,
stories, poems)
 Beginning to use a simple writing
process (e.g., pre-writing,
drafting, and “fix-up”) with
teacher support
 Is able to read back own writing
 Spells some know words (e.g.,
Dad, Mom, love) independently
Writing Development
 Uses mainly pictures to express
self
 Uses a combination of scribbling
and known letters to express self
 Copies from environmental print
such as charts or word walls
 Uses a pattern with teacher
support to express self (e.g., I like
cats, I like dogs)
 Uses first letter sound to represent
some words
September 17, 2007